Curriculum-Based Measurement (CBM)

URI – EDC 452

What is CBM? Curriculum-based measurement, or CBM, is a

method of monitoring student educational progress through direct assessment of academic skills.

CBM can be used to measure basic skills in reading, mathematics, spelling, and written expression. It can also be used to monitor readiness skills.

When using CBM, the instructor gives the student brief, timed samples, or "probes," made up of academic material taken from the child's school curriculum

What is CBM? CBM probes are given repeatedly in a short

span of time, even daily if desired.

The resulting information is graphed to demonstrate student progress.

What is CBM? CBM measures Fluency - the speed with

which a student is able to produce correct answers on an academic task: Examples:

Reading: number of words correctly read aloud in one minute

Math: number of digits correctly computed on a worksheet in two minutes

What is CBM? CBM measures Fluency - the speed with which

a student is able to produce correct answers on an academic task: Justification:

Children must acquire basic skills before they can move into more challenging curriculum demands

A student's speed, or proficiency, in an academic skill is very important

CBM gives accurate information about the rate at which individual children are able to complete academic tasks.

CBM also can be used to directly compare the performance of targeted students to classroom or grade-wide norms to determine whether a particular child is as fluent as classmates in a given skill-area

CBM - Reading When using CBM to measure reading fluency,

the examiner sits down individually with the child and has the student read aloud for 1 minute from each of 3 separate reading passages randomly chosen from a reading book.

CBM - Reading During the student's reading, the examiner

makes note of any decoding errors made in each passage.

Then the examiner calculates the number of words correctly read in the passage.

CBM - Reading Next, the examiner compares the word-totals

correctly read for the 3 passages and chooses the middle, or median, score.

This median score serves as the best indicator of the student's "true" reading rate in the selected reading material.

**Remember – CBM is focused on fluency, not comprehension

CBM - ReadingThe Missing Coin

It was the day after St. Patrick’s Day and all the little leprechauns were settling down for a nap. But one leprechaun named Sly was wide awake. He had lost his magic coin!

Meanwhile a little girl named Emma had found the leprechaun’s magic coin. “Hey, look at this!” she exclaimed to her mom.

“Wow,” said her mom, “I think it's a real leprechaun coin. Without it the leprechaun can’t get around very fast. You'd better go to the woods and try to find the leprechaun who lost it.” So the girl hurried off into the woods.

A few minutes after the girl entered the woods she saw a little leprechaun moving very slowly through a patch of three-leaf clovers. She said, “Here’s your coin back.” The leprechaun was very grateful. He gave the girl three wishes and set off, never to lose his coin again.

916243233394553616776849495

CBM - Reading Fluency Rate:

Total words attempted - errors = Correctly read words

CBM - Reading Fluency Rate:

Total words attempted - errors = Correctly read words

CBM - Reading Common Errors: Mispronunciations:

Example

Text: Emma had found the leprechaun’s magic coin.

Student: " Emma had find the leprechaun’s magic coin. "

CBM - Reading Common Errors: Omission:

Example

Text: Emma had found the leprechaun’s magic coin.Student: " Emma had found the leprechaun’s coin. “**Adjust total words attempted (minus number of words omitted)

CBM - Reading Common Errors: Transposition of word-

pair:

Example:Text: Emma had found the leprechaun’s magic coin.Student: " Emma had found the magic leprechaun’s coin. "

** Use median fluency rate for CBM (at least 3 reading probes to determine fluency score) **

CBM - Reading

CBM - Math There are 2 types of CBM math probes:

Single-skill worksheets (those containing like problems) and

Multiple-skill worksheets (those containing a mix of problems requiring different math operations).

Single-skill probes give instructors good information about students' mastery of particular problem-types, while multiple-skill probes allow the teacher to test children's math competency on a range of objectives.

CBM - Math

CBM - Math

CBM - Math Scoring:

Traditional approaches to computational assessment usually give credit for the total number of correct answers appearing on a worksheet. If the answer to a problem is found to contain one or

more incorrect digits, that problem is marked wrong and receives no credit.

CBM assigns credit to each individual correct digit appearing in the solution to a math fact.

CBM - Math Scoring:

CBM - Math Scoring: